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Universal Design for Learning Guidelines Cheat Sheet by

Guidelines Learning Curriculum Dsiabilities
design     learning     guidelines     udl

Introd­uction

Universal Design for Learning (UDL) is a framework that addresses the primary barrier to fostering expert learners within instru­ctional enviro­nments: inflex­ible, “one-s­ize­-fi­ts-all” curricula. It is inflexible curricula that raise uninte­ntional barriers to learning. Learners who are “in the margins”, such as learners who are gifted and talented or have disabi­lities, are partic­ularly vulner­able. However, even learners who are identified as “average” may not have their learning needs met due to poor curricular design.



I. Provide Multiple Means of Repres­ent­ation

1: Provide options for percep­tion
1.1 Offer ways of custom­izing the display of inform­ation
1.2 Offer altern­atives for auditory inform­ation
1.3 Offer altern­atives for visual inform­ation

2: Provide options for language, mathem­atical expres­sions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, mathem­atical notation, and symbols
2.4 Promote unders­tanding across languages
2.5 Illustrate through multiple media

3: Provide options for compre­hen­sion
3.1 Activate or supply background knowledge
3.2. Highlight patterns, critical features, big ideas, and relati­onships
3.3 Guide inform­ation proces­sing, visual­iza­tion, and manipu­lation
3.4 Maximize transfer and genera­liz­ation
 

The Concept of UDL

UDL is a framework that addresses the primary barrier to fostering expert learners within instru­ctional enviro­nments: inflex­ible, “one-s­ize­-fi­ts-all” curricula. Learners who are “in the margins”, such as learners who are gifted and talented or have disabi­lities, are partic­ularly vulner­able. UDL helps address learner variab­ility by suggesting flexible goals, methods, materials, and assess­ments that empower educators to meet these varied needs. Curricula created using UDL is designed from the outset to meet the needs of all learners, making costly, and time-c­ons­uming changes unnece­ssary.

II. Provide Multiple Means of Action & Expression

4: Provide options for physical action
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive techno­logies

5: Provide options for expression and commun­ica­tion
5.1 Use multiple media for commun­ication
5.2 Use multiple tools for constr­uction and compos­ition
5.3 Build fluencies with graduated levels of support for practice and perfor­mance

6: Provide options for executive functi­ons
6.1 Guide approp­riate goal-s­etting
6.2 Support planning and strategy develo­pment
6.3 Facilitate managing inform­ation and resources
6.4 Enhance capacity for monitoring progress
 

About the National UDL

Founded in 2009, the National UDL Center supports the effective implem­ent­ation of UDL by connecting stakeh­olders in the field and providing resources and inform­ation about:
Universal Design for Learning is a set of principles for curriculum develo­pment that give all indivi­duals equal opport­unities to learn

The UDL Center is a program of CAST and made possible by the generous support of the Emily Hall Tremaine Founda­tion.



III. Provide Multiple Means of Engagement

7: Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authen­ticity
7.3 Minimize threats and distra­ctions

8: Provide options for sustaining effort and persis­tence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize challenge
8.3 Foster collab­oration and community
8.4 Increase master­y-o­riented feedback

9: Provide options for self-r­egu­lat­ion
9.1 Promote expect­ations and beliefs that optimize motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-a­sse­ssment and reflection

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